Science-based learning and teaching

Teaching in academic institutions is subject to constant changes that are associated with many aspects of our lives, such as globalization, integration, climate change, digitalization, pandemic [1, P. 105f.; 2, P. 100 102]. It is necessary to find suitable answers to these challenges [3, P. 375]. Each teacher strives to increase the motivation of his students to master the subject content in the relevant field of study [4]. To do this, it is necessary to arouse young people’s interest in further research, discussions and conversations in order to encourage them to motivated personal achievements [5]. The “research-based learning” presented here can be a useful contribution to this. In this case, a full research cycle is carried out within the course, during which additional competencies are formed [6, P. 47]: “Research-based learning” describes a methodological training procedure during which students independently develop complex aspects within the academic field, mostly under their own responsibility. To replace the classical approach of transmitting the course content, teachers have to accompany and encourage students to independently master the subject content [7, P. 134]. The concept of an “inverted class” is based on a similar approach[8, P. 139].

Although the emphasis there is usually only on teaching, it is also necessary to consider teaching and research here [9, P. 106]. Students should be able to explore the subject area based on their own chosen question [10, P. 33]. Thus, the application of scientific work processes should contribute to the development of both subject knowledge and individual and social core competencies, such as independence, structuring, the ability to cope with conflicts, conduct discussions and presentation skills [11, P. 267].

With the help of “research-based learning”, it is possible to structure classroom and independent classes during the semester [12, P. 12]. However, this, as a rule, requires students and teachers to abandon their usual and favorite behaviors [13, P. 5-6]. During the entire semester, students cannot limit themselves to only completing certain tasks.

Teachers, in turn, should separate themselves from the role of a simple translator of educational material. The teacher becomes a methodical mentor and professional consultant to research students/young scientists.

Foundation

Academic teaching and learning are usually based on research, since they do not go beyond the standard knowledge and are based on the current state of research in the disciplines that students study. Thus, teaching at the university is related to the professors’ own research or their knowledge of current research. In addition, some options for higher education, in particular seminars on writing a scientific article or dissertation, include aspects that resemble the characteristics of research [14; 15, P.8]. This process can be characterized as the basic level of competencies required for scientific work, which, according to the Bologna Recommendations, goes from bachelor’s degree to master’s degree and up to the third level, Doctor of Sciences [16, P. 199]. These competencies include the study of academic literature, the development of critical issues or the writing of scientific articles.

However, this does not mean that students themselves necessarily participate in the study. Therefore, some approaches to university education focus on students’ own research experience, using research as a learning tool [17, P. 73].

Thanks to the use of research tools, students have the opportunity to independently solve complex research tasks. This is especially necessary for those students who are striving for a scientific career in the future (doctoral degree, teaching and scientific work, etc.), but it is also very relevant for graduates of higher educational institutions in general. Finally, many professional fields in industry and in practice require very similar skills, i.e. problem solving skills, research, analysis, etc., which are very similar to the research approach.

To denote exactly this approach to learning, in which subject-based learning is carried out in parallel with the development of research skills through active research work, synonymous terms are used: “research-based” research-based and

“research-oriented learning” research-oriented learning [18, P. 303; 19, P. 25].

Characteristic and process

This particular form of pedagogical approach to learning includes several different aspects of varying degrees of intensity. In addition to directly subject and educational skills, extracurricular, i.e. social skills are also being developed. These include, for example:

• -    formulation and analysis of questions, problems and contradictions in the real world;

• -    development and consolidation of development, research and communication skills, the ability to solve problems or creative development of a solution to a problem;

• -    individual and group work, with and without direct supervision, development of team skills and competencies;

• -    work on and off campus, as well as synchronously and asynchronously, i.e. with distributed spatial and temporal dimensions;

• -    written competence, i.e. the ability to express their thoughts in writing on the subject;

• -    presentation competence, if an oral presentation is planned within the framework of the seminar, which is typical for seminars in the style of conferences;

• -    deep understanding of the context and content of the subject area.

Another important feature is that the learning processes within this methodology go through the same stages as the research process itself:

• -    determination of the research topic (if it is not specified) by analyzing and searching for real problems,

• -    overview of the current state of science,

• -    identification of problems that lead to the formulation of research questions,

• -    search for a suitable methodological approach,

• -    conducting the actual research (empirical or theoretical),

• -    presentation and discussion of the results (ideally with peer review).

As a result, research-based learning is a very open process in which academic teachers act more as coordinators and consultants than as lecturers.

In very innovative or interdisciplinary groups, it may happen that by the end of the seminar, a group of students, including an academic teacher, receives significantly “more” knowledge and research experience, since certain approaches are not visible to the teacher, since he considers all research areas only in the context of his own education, his career, his experience and his academic discipline, as well as their (professional) socialization.

There are basic knowledge that can only be transferred to a limited extent with this approach [20, P. 124]. Classical lectures are better suited for this. However, research-oriented teaching can be a promising way to work with heterogeneous groups of students, since it allows for an individual approach. In the process of group work, it helps to combine various interdisciplinary aspects, take into account the views of international students, and also contributes to the recognition of their own shortcomings within the framework of the group itself.

The advantages of research training also include increased motivation, the development of independence and depth of knowledge, the development of creative abilities.

In research training, a full research cycle must be completed. This includes the presentation of the results at the seminar, which is ideally held in the style of a conference. Fellow students should conduct an expert assessment, i.e. the submitted and presented articles should be reviewed, analyzed in detail, critically examined, all unclear points identified and constructively discussed. This should lead to a learning process for the author himself, colleagues and other participants in the discussion. Constructive and critical dialogue about the research is important here.

When students study the written works of other students, it is a way and an opportunity to enrich their knowledge in other areas of the discipline, get acquainted with another point of view, develop their own and contribute to the work, thus contributing to the growth of knowledge in the group. Ideally, overall social progress is also achieved through the innovative approaches of the author, co-presenter or discussion group. Thus, one of the criteria and the most important component of research-based learning is the (university) public creation and improvement of ideas and (group) knowledge. This criterion is a good opportunity to combine teaching and writing a research paper. Authentic written assignments using the suggested list of topics with the possibility of choice (at least more than twice as many suggested topics as compared to the number of participants), turn out to be very stimulating and motivating, since students can choose a topic of interest to them, which contributes to higher motivation in working on it than on the given topics.

As the assessments show, students see the need to devote more time to this part of research training.

Conclusion

Further development of young scientists should begin already at a higher educational institution. Research training can make an important contribution to this, as well as to the overall development of the personality itself. However, for its successful implementation, certain efforts are needed, as well as the willingness of all participants in the process to make changes to it.